School performance in Wales has been largely static for the last seven years, despite efforts to drive up standards as Wales prepares for a new curriculum.

The annual report from the Chief Inspector for Education and Training in Wales published today shows seven in 10 primaries inspected in 2016-17 were rated good or excellent by inspectors, while half of secondary schools were in those top two categories.

That is similar to the picture for the past seven years and leaves half of high schools and three in 10 primaries as adequate or unsatisfactory, the report from Meilyr Rowlands, head of inspectorate body Estyn, shows.

The report finds there are persistent problems but says there is "enough excellence across Welsh education to support improvement and help reduce variability" with a "spirit of co-operation" and sharing of best practice.

It prompted calls from Plaid Cymru and the Welsh Conservatives for more urgency pushing up standards but the National Education Union said the report's endorsement of self improving schools would be a "big boost to teachers.

The 200-page report shows while numeracy and literacy has improved, more work needs to be done to drive up standards in those and other subjects, said Mr Rowlands.

On ICT teaching, the report says schools have not kept pace with advances in technology.

And for the youngest pupils, Wales’ innovative learning through play programme, The Foundation Phase, is only delivered well in one quarter of schools, seven years after being rolled out.

After his report – which comes at the end of a seven-year cycle of inspections of education and training providers across Wales – Mr Rowlands, said standards are where he expects them to be during a period of change to qualifications and the curriculum.

The report says there is “enough excellence across Welsh education to support improvement and help reduce variability”.

The head of the standards watchdog Estyn said he always wants to see more improvement which he is confident is being delivered through collaboration between schools and other education and training providers.

The document looks back over 2016-17 and the seven-year inspection cycle since 2010.

On Foundation Phase it says heads in three quarters of schools delivering it don’t fully understand the principles of the programme, seven years after it was introduced.

On ICT the report warns: “Generally, pupils do not apply their ICT skills well across the curriculum and their ICT skills are often limited to a narrow range of applications.

“The opportunities to develop pupils’ ICT skills across the curriculum are limited in many secondary schools and a third of primary schools. In these schools, teachers lack knowledge and confidence.”

The Foundation Phase is only delivered well in one quarter of schools, the Chief Inspector of Education found (Image: PA)

Literacy has improved more than numeracy since 2010, but standards are weaker in writing than reading, it adds.

“Over this inspection cycle, the provision for literacy has improved and overall this had a positive impact on pupil standards, particularly oracy and reading.

“In 2010, only two in five primary schools and one in eight secondary schools planned systematically to develop reading and writing across the curriculum. By 2017 this had increased to around seven in 10 primary and secondary schools.”

And while numeracy is better overall than seven years ago, though not in all schools, the report says: “Where there are shortcomings in the quality of teaching to develop numeracy, often this is because teachers lack the mathematical knowledge and confidence to address pupils’ misunderstandings. In all schools, where teachers lack the relevant mathematical knowledge to develop pupils’ numeracy effectively, pupils make limited progress and in a few cases become more confused.”

(Image: PA)

In nurseries, maintained special schools and FE colleges inspections show quality of education is good or better in most cases but variability “remains a challenge”.

While there is a continuing attainment gap in performance of pupils eligible for free school meals schools addressing this successfully are those which encourage involvement of parents and the community, the report finds.

But, as debate continues on the value of performance measures, some secondary schools have focused too much on exams in the last seven years, to the detriment of wider learning, the Chief Inspector warns.

“As the secondary school accountability system became increasingly linked to examination results, some schools focused too much on examination technique rather than providing a broad education; The best schools develop learners’ knowledge, skills and attitudes to learning by capturing their interest through engaging learning experiences.”

Leadership is also vital, the report says: “Mergers of FE colleges have resulted in a small number of large providers. The new leadership teams of these institutions have overseen improved provision in this sector in the last seven years.”

On leadership in schools Mr Rowlands singled out a Cardiff secondary for praise: “In schools like Fitzalan High , that have a strong commitment to continual improvement, leaders focus on improving teaching and learning, supporting teachers to innovate, investing in staff development and creating the right conditions for staff to work together.”

The schools used as case studies of good practice in the report

BLAENAU GWENT

Tredegar Comprehensive School

Worked in partnership with local primary schools to secure consistent learning and teaching practice. This helps pupils to settle quickly and they benefit considerably from effective continuity and progression in learning.

Mrs Tiggywinkles Day Nursery

Outdoor provision provides learners with regular opportunities to practice and consolidate a range of skills. This helps them achieve good Foundation Phase outcomes.

BRIDGEND

Ysgol Cynwyd Sant

The school plans exciting creative learning activities to develop pupils’ literacy skills. As a holder of Creative School status it cooperates with the Arts Council in planning.

Oldcastle Primary

The school’s mathematics intervention has transformed the subject for the lowest achieving learners and raised standards for all. The school is also the first in Wales to use a new system to support pupils’ speech and language therapy. Oldcastle Primary has worked with businesses and universities to develop a science, technology, engineering and mathematics (STEM) week that has improved pupils’ aspirations and attainment.

Brackla Primary

The school makes families a key part of the learning process, leading to improved standards in literacy, numeracy and attendance across the school.

Bryntirion Comprehensive School

A review of the senior leadership team enabled the school to develop a strong strategic vision and direction. This strategic approach was supported by the development of a strong middle leadership team and the creation of an inclusive ethos for students and staff alike.

Heronsbridge Special School

The school skilfully organised pupil participation opportunities to contribute to developing pupils’ self-confidence and social skills. Over time, many pupils develop their independence and take increasing responsibility for themselves and their learning in line with their needs and ability.

CARDIFF

(Image: Wales News Service Ltd.)

Fitzalan High

The school provides an extensive range of learning experiences that meets the needs of all pupils exceptionally well. This has a substantial impact on pupil standards and wellbeing.

Tredegarville Church in Wales Primary

The school has developed partnerships with local businesses and community organisations to provide a range of activities that enrich the curriculum and raise pupils’ and parents’ aspirations.

Ysgol Pencae

Pupils’ Welsh and English skills are developed in order to ensure that they are fully bilingual by the time they attend secondary school. The school’s older pupils are also given opportunities to learn French and Mandarin. The school has built partnerships within the local community in order to offer science experiences that develop learners’ skills and engagement in the subject,

Ty Gwyn Special School

The school invested in IT technology to help improve pupils’ communication skills and break down barriers to learning.

CAERPHILLY

Hendredenny Park Primary

All staff use assessment for learning techniques to identify gaps in pupils' learning. Targeted interventions are used promptly to help close the gaps.

CARMARTHENSHIRE

Ysgol Y Bynea Carmarthenshire

Pupils led a project to develop an outside learning village. Learners developed a range of skills from designing architectural models to budgeting and placing orders.

Bryngwyn School and Glan-y- Môr School federation

The leadership of the federation of Bryngwyn School and Glan-y-

Môr School has made a significant contribution to securing high

standards and strong levels of pupil wellbeing. It has enabled both

schools to make considerable and rapid improvements to many

aspects of their provision. Senior leaders have been particularly

effective in planning the transition to federation working and have

managed the considerable challenges of this process exceptionally

well.

Coleg Elidyr Specialist College

The college is committed to developing learners’ transferable skills. The college reviewed how subject lessons could help develop skills such as literacy, numeracy, social and communication skills. Staff were trained in how to integrate the teaching of transferable skills in subject-specific lessons and learners are more confident as a result.

Ysgol Gynradd Parcyrhun

Primary staff at Ysgol Parcyrhun have created a bank of differentiated

games that provide opportunities for pupils to practice their oral,

reading and writing skills on a daily basis.

Cameo Ysgol Gynradd Saron

The school pays detailed attention to the requirements of

the Literacy and Numeracy Framework, in addition to ICT, thinking

skills and the Welsh dimension.

Ysgol Glan-y- Môr School

The school’s science, technology, engineering and mathematics STEM enrichment programme has resulted in increased pupil engagement and aspirations, improvements in subject standards and the development of pupils’ wider skills.

Ysgol Bryngwyn School

Teaching is highly effective and makes an important contribution to the excellent outcomes of pupils.

Curriculum design at Ysgol Bryngwyn School is driven by learners’

interests, aspirations and needs. This ensures there is appropriate

variety and opportunity for all.

Ysgol Goffa Special School

The school has established partnerships with schools across

the world that have allowed pupils to experience new languages

and cultures and enriched the curriculum with a wide range of

teaching materials.

CEREDIGION

Plas Gogerddan Day Nursery

Strategic leadership at Gogerddan Childcare has embedded

outdoor learning in the nursery’s provision. As a result, there have

been improvements in children’s confidence and language

development.

Ysgol Comins Coch

Staff collaboration and distribution of leadership nurtures a professional learning culture that has had a significant impact on teaching and learning.

CONWY

Ysgol San Sior

The school’s farm provides a range of learning experiences that develop independent learners and improve pupils&amp;#39;

literacy and numeracy skills.

DENBIGHSHIRE

Ysgol Plas Brondyffryn

The school is the regional centre for autism in north Wales. It engages closely with parents, carers and with schools and colleges to share its expertise through support, guidance and a wide range of training courses.

FLINTSHIRE

Elfed High School Flintshire

The school created Learning Director posts to coordinate for learning opportunities to develop literacy and numeracy skills and support staff to consolidate these across the curriculum. There is now increased confidence in planning and delivering effective activities.

Ysgol Pen Coch

Flintshire Special Ysgol Pen Coch use a range of interventions including a virtual reality room that have had a significant impact on pupils’ wellbeing, engagement and readiness to learn.

GWYNEDD

Ysgol Gynradd Talysarn

The school has helped parents to overcome obstacles in supporting their children’s learning. Another project has developed the bilingual skills of pupils and their parents. There is especially effective support for vulnerable pupils, this has a positive effect on the development of individuals, and promote their self-worth.

Ysgol Bodfeurig

The school works in partnership with another local school, and both senior leadership teams work together very effectively as a committed professional learning community. Excellent examples of this are the way in which both schools plan learning experiences, have developed assessment for learning structures and evaluate each other’s work.

Ysgol Gynradd Bontnewydd

The primary developed a training programme for its governors that equipped them with the knowledge and skills needed to better fulfil their role.

MERTHYR TYDFIL

Greenfield Special School

Senior leaders have embraced the challenge to improve pupils’ Welsh language skills. As a result, nearly all pupils make extensive progress in relation to their needs, abilities and starting points.

MONMOUTHSHIRE

Ysgol Gymraeg Y Fenni

Improved pupils’ oracy skills by re-visiting assessment procedures, teaching strategies and the opportunities that pupils have within the curriculum.

Llandogo Early Years

Staff carefully monitor children’s play to assess which skills are stronger and which require additional development.

NEATH PORT TALBOT

Ysgol Gynradd Gymraeg Castell Nedd

Staff use a highly developed improvement strategy to help deliver good quality teaching.

Dwr-y- Felin School

The secondary school has a well-established and effective cycle of self-evaluation and improvement planning procedures.

NEWPORT

Sunflower Tots

The child care co-ordinator monitors staff regularly to give her a good understanding of the playgroup’s strengths and areas for development. This allows her to identify the new resources and training needed to improve provision.

Ysgol Gymraeg Casnewydd

Rougemont School

Adopted a whole-school approach to support resilience and wellbeing. The initiatives have allowed pupils to thrive in their academic, social and emotional development.

PEMBROKESHIRE

Pembroke Dock Community School

A number of strategies have been introduced that encourage pupils to be responsible for their own learning and become more capable at assessing their own work.

Pembrokeshire College

Pembrokeshire College, Haverfordwest

The FE college has developed partnerships that support the development of skills in Pembrokeshire, improve learners’ access to post-16 education and engage with hard-to- reach groups

Grwp Llandrillo Menai

Llandrillo Menai makes effective use of an early identification tool to identify and support learners at risk of leaving a course before completion.

POWYS

Ysgol Penmaes Powys Special School

Focuses on developing varied participation opportunities for the whole-school community and recognises that this has a positive impact on relationships throughout the school. They have developed structures and support to allow all pupils to contribute to the school improvement journey.

RHONDDA CYNON TAF

Treorchy Comprehensive School

The school links Welsh language to heritage and culture to enrich and accelerate pupils’ learning.

Llansannor Church in Wales Primary School

Clear strategic objectives, defined roles and responsibilities for staff and governors and effective performance management processes have resulted in improved standards across the school.

Ton Pentre Infant School

Communicates exceptionally well with parents and the wider community using social media, the school’s website, text messaging and email. It engages very well with its active parent council, acting positively on views and concerns from representatives of each class.

Y Pant

(Image: RCT COUNCIL)

Teaching and learning has improved through an emphasis on reflective practice. The school has implemented a number of mechanisms for colleagues to share and reflect on what they do well.

Ysgol Ty Coch Special School

Exemplary strategic equality plan captures their ethos very effectively. They recognise, respect and celebrate each individual pupil and the diversity of their complex needs exceptionally well.

SWANSEA

Llanrhidian Primary School

Developed a culture of continuous self-evaluation focused strongly upon improving outcomes in standards and wellbeing for every pupil.

Llansannor Church in Wales Primary

Processes for self-evaluation, monitoring and planning for improvement have led to progress in reading, writing and mathematics across the school.

Oakleigh House Swansea Independent

Staff have encouraged learners to be more resilient when faced with challenges, to learn from their mistakes and to become more independent in all aspects of their learning.

TORFAEN

Brynteg Nursery School

By focusing on pupils’ literacy from an early age teachers ensure learners become confident speakers and writers.

Ysgol Gwynllyw

The school strives to create completely bi-lingual individuals who take pride in their identity as Welsh people. Staff emphasise that speaking Welsh is an integral and natural of school life and pupils are encouraged to use their welsh skills bith inside and outside school.

Ty Glyn Pupils Referral Unit

In working to improve teaching and learning leaders have focused on developing staff at all levels.

VALE OF GLAMORGAN

Palmerston Primary School

Developed an approach to assessment for learning that ensures pupils act upon the feedback they receive.

UWC Atlantic College

(Image: Peter Bolter)

Students at UWC Atlantic College expand their world view through engagement opportunities with local and international charities,

other schools and non-governmental organisations.

Headlands School. Independent special school

Extended pupils’ opportunities and increased overall attainment.

FE Colleges

Pembrokeshire College

The FE college has developed partnerships that support

the development of skills in Pembrokeshire, improve learners’

access to post-16 education and engage with hard-to- reach groups

Grwp Llandrillo Menai

Llandrillo Menai makes effective use of an early identification tool to identify and support learners at risk of leaving a course before completion.

Political reaction

Plaid Cymru dismissed self improvement as like "a house on sand" without better funding while the Tories called for more rapid action pushing up standards as Wales lags in international tests. Both called on Welsh Government to address progress with more urgency.

“Problems around leadership in schools persist and teaching in key subject areas such as numeracy, ICT, and Welsh language is suffering because teachers lack the knowledge and confidence to deliver the curriculum.

Plaid Cymru Shadow Education Secretary Llyr Gruffydd said the move towards a culture of self-improvement alone is not enough. He called on the Labour administration to "urgently get to grips with diminishing budgets and what he described as failures recruiting and retaining teachers.

"Ultimately Estyn concludes that findings this year are broadly similar to those for the last seven years, The Labour Welsh Government talks about a new culture of collaboration and self improvement within education in Wales.

"However, everyone knows that, unless the government urgently address the underlying issues of diminishing education budgets and failures on recruiting and retaining teachers. this new culture is merely a case of building a house on sand."

Kirsty Williams said: “It is clear from reading this report that there is sustained momentum in Welsh education; a culture of self-improvement that is embedded in the system and, most importantly, owned by those working in the profession.

“I am heartened to see the Chief Inspector welcoming the steps we have taken to drive up standards and support improvement in our schools – particularly our efforts to work with the teaching profession in developing the new curriculum.”

David Wales, secretary of the National Education Union Cymru, said: "This report shows that despite increasingly difficult funding settlements and the ongoing concerns of workload schools and teachers in Wales are continuing to provide an education service we can be proud of. Amongst the many positives identified, it is especially good news to see recognition from Estyn for the work schools are doing to work constructively together.

“The profession has always espoused the benefits of self-improvement, collaboration and the focus on teaching and learning. This report highlights those issues and the benefits to be gleaned when teachers are allowed to take ownership of their teaching practices. This will be a big boost as we seek to implement the new curriculum and highlight the cooperative approach that we see being priorities in communities across Wales."